Distributed Argumentative Activity: Redefining Arguments and Their Re -Mediation From a Sociohistoric Perspective
Lunsford, Karen J.
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https://hdl.handle.net/2142/81394
Description
Title
Distributed Argumentative Activity: Redefining Arguments and Their Re -Mediation From a Sociohistoric Perspective
Author(s)
Lunsford, Karen J.
Issue Date
2003
Doctoral Committee Chair(s)
Prior, Paul
Department of Study
English
Discipline
English
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Library Science
Language
eng
Abstract
In Chapter Five, I apply the findings of these case studies to writing studies pedagogy, claiming that to prepare students to argue in diverse settings and to employ evolving media, writing courses must call attention to tacit and explicit negotiations over expectations, knowledge, tools, and so on. I consider the potential for the collaboratory---a distributed, shared suite of resources---to provide opportunities to engage in complex, reflective rhetorical practices. In sum, I argue that the notion of distributed argumentative activity offers a pedagogically as well as theoretically rich account of how people continually redefine argument/argumentation and alter the conditions under which their arguments may be deemed successful in school, disciplinary, and workplace contexts.
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